Eng02 Syllabus Sy2122

Logo of School or Department Course Code and Title
ENG02
READING AND WRITING
School Year:
Page 1 of 25
2021-2022
Prepared by: Approved by:
Revision Date: Effectivity Date:
DANIEL R. YUSON
RAYMUND B.CONSULTA
RENZ PAGSANGHAN JULY 2021 August 2021

LARA D. ESPINOSA DR. LILIBETH D. SABINO
LHS Cluster Senior High School Principal
VISION
Mapúa shall be among the best universities in the world.
MISSION
1. The University shall provide a learning environment in order for its students to acquire
the attributes that will make them globally competitive.
2. The University shall engage in publishable and/or economically viable research,
development and innovation.
3. The University shall provide state-of-the-art solutions to problems of industries
and communities
SENIOR HIGH SCHOOL EDUCATIONAL OBJECTIVES MISSION
Graduates of Senior High School should have the

following characteristics:
1. holistically developed;
2. equipped with 21st century skills (learning and innovation skills, life
and career skills, communication skills, and information media
and technology skills);
3. prepared for the future, be it in pursuit of higher education or
acquisition of middle level skills, or geared towards employment or
entrepreneurship.
1 2 3
  
  
  
Student Outcomes SHS
Educational
At the end of the SHS program, students are expected to demonstrate Objectives
the following abilities/skills/competencies: 1 2 3
a Apply, evaluate, and synthesize important learning concepts in various areas

i.e., Mathematics, Research and Innovation, Science and Technology,
Social Science, Humanities and the Arts aligned with the expected   
competencies in the higher education level.
b Apply the basic and advanced learnings in various academic areas in
the actual work setting.   
c Apply fundamental academic and experiential learnings in
conceptualizing, planning, and implementing entrepreneurial or business   
projects.
d Communicate and collaborate effectively in multicultural contexts.   
e Formulate and implement projects that will potentially address real-world
  
problems.
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COURSE SYLLABUS
1. Course Code: ENG02
2. Course Title: READING AND WRITING
3. Course-Type: Core
4. Pre-requisite: None
5. Co-requisite: None
5. Credit: 1 unit
6. Course Description: At the end of the course, the students must be able to apply concepts and
solve problems involving conic sections, systems of nonlinear equations, series and
mathematical induction, circular and trigonometric functions, trigonometric identities, and polar
coordinate system.
7. Course Outcomes (COs) and Relationship to Student Outcomes
Course Outcomes STUDENT OUTCOMES

After completing the course, the student must be able to: A B C D E
1.Compare and contrast patterns of written texts across disciplines R D R R D
2.Evaluate a written text based on its properties (organization, coherence
I D R R D
and cohesion, language use and mechanics)
3.Identify claims explicitly or implicitly made in a written text I D R R D
4. Compose each type of academic writing following the unique features and
I D R R D
properties of well-written texts: literary response and critical review
5. Present ideas and defend a stand through writing project proposal and
I D R R D
position paper
6. Produce each type of academic writing and professional correspondence
I D R R D
following the properties of well-written texts and process approach to writing.
 Level: I – Introduced; R – Reinforced; D – Demonstrated
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8. Course Coverage
ENG02
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TLA AT
Week Topics Blended Sync-Async Fully Ubiquitous Blended Sync-Async Ubiquitous CO
Online Fully Fully Online Fully Online
In-Person Online (SA FO) Online In-Person Online (SA FO) (UB FO)
CO1: Compare and contrast patterns of written texts across disciplines
Lecture/
Mission and Vision of Mapua
Lecture/ Discussion
University SHS
Discussion/ Synchronous
Orientation and Introduction to
the Course Sharing Lecture/
(face-to-face) Discussions
UNIT I: Reading and Thinking
Strategies across Text types Video Independent
A. Reading as a Cognitive Learning Video Lecture/
Lecture and Learning using
Process Modules PowerPoint Learning Modules PowerPoint
a. Schema Theory with Audio
b. Interpretation of Meaning CO1 Module
1 Small-Group CO1
1. Bottom-up discussion Independen
2.Top-Down (SGD) t Learning
3.Interactive- on critical using
Compensatory reading and Learning
c. Reading Process critical thinking Modules
1. Pre-reading
2. During Reading
3. After Reading
3.1 Responding
3.2 Exploring
3.3 Applying
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TLA AT
Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO
Fully Online Fully Online Fully Online Fully Online
In-Person Online (SA FO) (UB FO) In-Person Online (SA FO) (UB FO)
Lecture/ Lecture/ Video Lecture
Discussion Video Discussion and
UNIT I: Reading and
Thinking Strategies across Lecture PowerPoint
(face-to-face) Synchronous
Text types and Lecture/ with Audio PT1:
B. Critical Reading as PowerPoint PT1: (Pair Work) PT1: PT1:
Discussions
Looking for Ways of Learning
Thinking
with Audio Independent (Pair Work) (Pair Work) (Individual)
a. Types of Claims
Modules Learning using Digital Poster
Independent
2 b. Logical Fallacies Independe Learning using Learning Digital Poster Digital Poster Digital Poster CO1
c. Techniques in Identifying Modules
nt Learning Learning (Technology-
Selecting and Organizing implicit and related Poster)
Information explicit claims
using Modules (Technology- (Technology- (Technology-
1. Brainstorming List Learning related related Poster) related Poster)
of
2. Graphic Organizer Modules Poster)
advertisements
3. Topic Outline
and other
4. Sentence Outline
forms of text
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TLA AT
Video Lecture
Lecture/ Lecture/ and
UNIT I: Reading and Video Discussion PowerPoint
Thinking Strategies across Discussion
Lecture Synchronous with Audio
Text types (face-to-face)
B. Critical Reading as and Lecture/
Looking for Ways of PowerPoint Discussions Independent
Thinking Learning with Audio Learning using
a. Types of Claims Modules Independent Learning
b. Logical Fallacies
3 c. Techniques in Independe Learning using Modules CO1
Selecting and Organizing Identifying nt Learning Learning
Information implicit and
using Modules
1. Brainstorming List explicit claims
2. Graphic Organizer of Learning
3. Topic Outline advertisements Modules
and other
4. Sentence Outline forms of text
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TLA AT
UNIT I: Reading and Lecture/
Thinking Strategies across Lecture/
Text types Discussion
C. Critical Reading as Discussion Video Lecture
(face-to-face)
Reasoning Video Synchronous and
a. Identifying Lecture Lecture/ PowerPoint
Assertions Learning and Discussions with Audio
1. Fact
Modules PowerPoint WW1: WW1:
2. Convention WW1:
with Audio Independent Presentation of Presentation of
3. Opinion Independent
Digital Poster Digital Poster
4. Preference Learning using Learning using Presentation WW1:
b. Formulating through video
4 Identifying facts Independe Learning Learning of Digital Presentation of
recording
CO1
Counterclaims and opinions Digital Poster
c. Determining from various nt Learning Modules Modules Poster
Textual Evidence articles. using
D. Text as Connected Learning
Discourse Modules
a. Literary
Discourse
b. Academic
Discourse
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DANIEL R. YUSON
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TLA AT
CO2: Evaluate a written text based on its properties (organization, coherence and cohesion, language use and mechanics)
Lecture/ Video Lecture WW2: WW2: WW2: WW2:
Discussion Lecture/ and
Discussion PowerPoint
(face-to-face) Short Quiz Short Quiz Short Quiz Short Quiz
Unit II: Text and Context Synchronous with Audio
(written) (online) (online) (online)
Connections (Critical Video Lecture/
Learning Lecture and Discussions
Reading) Independent
A. Patterns of Modules PowerPoint Learning using
Development with Audio Independent Learning
-Narration, Learning using Modules PT2: PT2: PT2: PT2:
-Description,
Online Tic-Tac- Independen Learning
5 -Exemplification,
t Learning Modules Infographics Infographics Infographics Infographics CO2
-Classification, Toe with
-Comparison and
Questions: using
Contrast, Learning (Technology- (Technology- (Technology- (Technology-
-Cause and Effect, Modules related related related related
-Problem and Infographics) Infographics) Infographics) Infographics)
Solution,
-Persuasion
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TLA AT
Lecture/ Asynchron Asynchronou
Discussion ous: Asynchronou s:
D. Properties of a well- Micro Micro Video
s:
written Text (face-to-face)
-Principles of
Video on Micro Video on Properties
unity, Properties on Properties of a Well-
Learning of a Well- of a Well- written Text,
-Distinguish
coherence from Modules written written Text, Summarizing,
cohesion Text, Summarizing, Paraphrasing,
6 Summarizi Paraphrasing, and Direct CO2
E. Essential Writing ng, and Direct Quoting
Skills: Paraphrasi Quoting
- Summarizing, ng, and Independent
- Paraphrasing,
Direct Independent Learning using
Quoting Learning using CO2 Module
- Direct quoting CO2 Module
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TLA AT
Lecture/ Video Video Lecture
D. Properties of a well- Lecture Lecture/ and
written Text Discussion
and Discussion PowerPoint
-Principles of (face-to-face)
PowerPoint Synchronous with Audio Accomplish
unity,
-Distinguish with Audio Lecture/ Accomplish Written Work Accomplish Accomplish
Learning Discussions 2 and Written Work
coherence from Independent Written Written Work
7 cohesion Modules Independe Learning using Performance 2 and CO2
Work 2 and 2 and
nt Learning Independent Learning Performanc Task 2 Performance Performance
E. Essential Writing using Learning using Modules e Task 2 Task 2 Task 2
Skills: Learning Learning
- Summarizing, Modules Modules
- Paraphrasing,
-Direct quoting
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TLA AT
CO3: Identify claims explicitly or implicitly made in a written text
Video Lecture
Video
Lecture/ Lecture/ and
Lecture
Discussion Discussion PowerPoint
and
Synchronous with Audio
(face-to-face) PowerPoint
Unit III- Foundations of with Audio Lecture/ WW3.1:
Writing Discussions Independent
Learning Learning using
8 C. Review on Grammar
Independe WW3.1: Short Quiz WW3.1: WW3.1: CO3
Rules and Proper Modules Independent Learning (online)
Mechanics nt Learning
Learning using Modules
using Short Quiz Short Quiz Short Quiz
Diagnostic
Learning Learning
Test: (written) (online) (online)
Modules Modules
Grammar Rules/
Proper
Mechanics
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TLA AT
Lecture/ Video Video Lecture
Discussion Lecture Lecture/ and
and Discussion PowerPoint
(face-to-face)
D. Writing Process PowerPoint Synchronous with Audio
PT 3.1:
● Prewriting with Audio Lecture/ PT 3.1: PT 3.1: PT 3.1:
Learning Game Plan for
● Drafting Discussions Independent Game Plan for
Game Plan Essay Writing Game Plan for
9 Modules Independe Learning using Essay Writing CO3
● Revising for Essay (Outline) Essay Writing
● Editing nt Learning Independent Learning (Outline)
Writing (Outline)
● Publishing using Learning using Modules
(Outline)
Learning Learning
Modules Modules
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TLA AT
WW3.2 : Short
WW3.2 : Short WW3.2 : Short Review Quiz
WW3.2 :
Unit III- Foundations of Review Quiz Review Quiz (3rd (3rd Quarter)
Short Review
Writing (3rd Quarter) Quarter)
Quiz (3rd
C. Review on Grammar Quarter) PT3.2:
Rules and Proper PT3.2: PT3.2: Portfolio
Mechanics Portfolio
PT3.2: Portfolio (Polished
Portfolio (Polished (Polished versions of
10 D. Writing Process CO3
(Polished versions of versions of the past
● Prewriting
● Drafting versions of the past the past writing
● Revising the past writing writing activities:
● Editing writing activities: activities: PT1, PT2,
● Publishing
activities: PT1, PT2, PT1, PT2, PT3.1)
PT1, PT2, PT3.1) PT3.1)
PT3.1)
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DANIEL R. YUSON
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TLA AT

CO4: Compose each type of academic writing following the unique features and properties of well-written texts: literary response and critical review
UNIT IV: Purposeful Lecture/ Lecture/ Video Lecture
Reading and Writing Discussion Discussion and Written Work Written Work 4:
Video 4: Presentation of
in the Discipline PowerPoint Written Work
(face-to-face) Lecture and Synchronous Presentation Critique Paper
(texts that are Lecture/ with Audio Written Work 4:
PowerPoint of Critique
useful across with Audio Discussions 4: Presentation of
Reading Task: Paper Critique Paper
disciplines) Short Story Independent Presentation of
(Project Learning Critique Paper
Independent Independent
11-12 a. Response to Gutenberg) Learning using CO4
Literature Learning
using Learning
1. Formalism using
Learning Learning Modules
2. Reader-Response Learning
Modules Modules Modules
3. Historicism
4. Marxism
5. Feminism
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DANIEL R. YUSON
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TLA AT

CO4: Compose each type of academic writing following the unique features and properties of well-written texts: literary response and critical review
Lecture/ Lecture/
Discussion/ Video Discussion
Video Lecture Performance Performance Task Performance
Sharing Lecture (Virtual)
UNIT IV: Purposeful and and Task 4: 4: Task 4:
Reading and Writing (face-to-face) Performance Group Work:
PowerPoint PowerPoint Individual:
in the Discipline Video Lecture Task 4: Writing a Critical
with Audio with Audio Group Work: Writing a Critical
(texts that are Independent and Group Work: Analysis of a Analysis of a
Writing a
useful across Learning
PowerPoint Writing a Critical Technology- Technology-
13 Independe Independent Critical Analysis of a CO4
disciplines) with Audio related Article. related Article.
Using nt Learning Learning using Analysis of a Technology-
Technology- (Critique Paper) (Critique Paper)
Learning using Learning related Article.
b. Critical Review Independent related
Modules Learning Modules (Critique Paper)
/ Critique Writing Learning using Article.
Modules Learning
Modules (Critique
Paper)
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TLA AT

CO5: Present ideas and defend a stand through writing project proposal and position paper
Lecture/ Lecture/ Written Written Work Written Work
Video Discussion Work 5: 5: 5:
Discussion Written Work
UNIT IV: Purposeful Lecture Video Lecture (Group) (Group) (Group)
(face-to-face) (Virtual) 5: (Group)
Reading and Writing and and Project Project Project
in the Discipline PowerPoint PowerPoint Proposal Proposal Proposal
Video Lecture Project
(texts that are Learning with Audio with Audio
and Proposal
useful across Modules (Technology-
PowerPoint related
14 disciplines) Independe Independent (Technology- (Technology- CO5
with Audio Project)
nt Learning Learning using related Project) related Project)
d. Introduction to (Technology-
using Independent Learning related Project)
Writing a Position Learning Learning using Modules
Paper Modules Guided
Notebook
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TLA AT

CO5: Present ideas and defend a stand through writing project proposal and position paper
Lecture/ Video Lecture/ Performance Performance Performance Performance
Lecture Task 5: Task 5: Task 5: Task 5:
UNIT III: Purposeful Discussion Discussion
Presentation of Presentation of
and (Virtual) Video Lecture
Reading and Writing (face-to-face) Presentation Project Project Proposal Presentation of
PowerPoint and Proposal
in the Discipline of Project Project
with Audio Video Lecture PowerPoint
(texts that are Proposal Proposal
Learning and PowerPoint with Audio
useful across
15-16 disciplines) Modules Independe with Audio CO5
nt Learning Independent
using Independent Learning using
e. Introduction to
Learning Learning using Learning
Writing a Project
Modules Guided Modules
Proposal Notebook
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TLA AT

CO6: Produce each type of academic writing and professional correspondence following the properties of well-written texts and process approach to writing.
Lecture/ Video Lecture/ Written Work Written Work
Lecture and Written Work 6.1: Written Work 6.1:
Discussion Discussion
PowerPoint Video Lecture 6.1: Mock 6.1: Mock
(face-to-face) with Audio (Virtual) Mock Job/University Mock Job/University
UNIT III: Purposeful and PowerPoint
with Audio Job/University Application: Job/University Application:
Reading and Writing in Application: Writing an email Application: Writing an email
Learning Independent Video Lecture
the Discipline Writing an (of inquiry) to Writing an email (of inquiry) to
Learning and PowerPoint
(professional Modules Independent email (of their chosen (of inquiry) to their chosen
using with Audio
correspondence) Learning using inquiry) to company. their chosen company.
a. Cover Letter and Learning Learning
17 their chosen company. CO6
Resume Modules Independent Modules company. Written Work
b. Business Emails Learning using
6.2: Short
and Letters Guided
Written Work Review Quiz Written Work Written Work
Notebook
6.2: Short (4th Quarter) 6.2: Short 6.2: Short
Review Quiz Review Quiz (4th Review Quiz
(4th Quarter) Quarter) (4th Quarter)
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TLA AT
Lecture/ Video Lecture/
Lecture and Performance Performance Performance
Discussion Discussion
PowerPoint Video Lecture Task 6.1: Task 6.1: Performance Task 6.1:
(face-to-face) with Audio (Virtual) Cover Letter Cover Letter Task 6.1: Cover Letter
and PowerPoint
with Audio and Resume and Resume Cover Letter and and Resume
UNIT III: Purposeful Performance Resume
Learning Independent Video Lecture
Reading and Writing in Performance Task 6.2:
Learning and PowerPoint Performance
the Discipline Modules Independent (Polished
using with Audio Task 6.2: Performance Task 6.2:
(professional Learning using versions of the
Learning (Polished Task 6.2: (Polished
correspondence) Learning past writing
Modules Independent versions of (Polished versions of the
18 a. Cover Letter and Modules activities: PT4, CO6
Learning using the past versions of the past writing
Resume writing PT5, PT6.118 past writing
b. Business Emails and Guided activities: PT4,
Notebook activities: activities: PT4, PT5, PT6.1
Letters PT4, PT5, PT5, PT6.1
PT6.1)
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TLA AT

Video Lecture/
Lecture and
Discussion
PowerPoint Video Lecture
with Audio (Virtual) Accomplish Accomplish Accomplish
and PowerPoint Accomplish
with Audio Written Work Written Work 6 Written Work 6 Written Work 6
Independent Video Lecture 6 and and and Performance and
19 Assessment Learning and PowerPoint Performance Performance Task 6 Performance CO6
Independent Task 6 Task 6
using with Audio Task 6
Learning using
Learning Learning
- Modules Independent Modules
Learning using
Guided
Notebook
20
REMEDIAL WEEK
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9. Lifelong-Learning Opportunities
It is expected that students would be encouraged to read a variety of academic and non-
academic texts outside the curriculum for both knowledge and pleasure as well as to recognize
that writing is a multifaceted task that involves the use and coordination of many cognitive
processes.
10. Textbooks
Reading into Writing in the 21st Century: A Process Approach
Dr. Sterling Plata, Ms. Pamela Yu. Ms. Pamela Concepcion Montenegro
11. Other References and Educational Resources
Part One: Reading Critically for College and for Life The McGraw-Hill Guide: Writing for College, Writing for Life (SmartBook)
Roen, 4e (McGraw-Hill, Connect)
A Hanging by George Orwell p.620 College Writing Skills with Readings, 10e by John Langan and Zoe Albright (McGraw-Hill, Connect)
Putting in the Hours by James M. Lang (Chapter 7-12, The McGraw-Hill Guide: Writing for College, Writing for Life )
Clocking Cultures by Carol Ezzell and Still Hungry in America by Marian Wright Edelman (Chapter 7-12, The McGraw-Hill Guide:
Writing for College, Writing for Life )
Composition Essentials Handbook, 3e (McGraw-hill, Connect, 4.4-4.5b)
Read, Reason, Write, 12e (Seyler p.10-24)
Top Twenty Errors in Undergraduate Writing (Article) Stanford Undergrad Hume Center for Speaking and Writing
https://undergrad.stanford.edu/tutoring-support/hume-center/resources/student-resources/grammar-resources-writers/top-
twenty-errors-undergraduate-writing
Invention and Craft: A Guide to College Writing, Ronda Leathers Dively, Chapter 2: Composing Processes and Creative Processes
Common Places Lisa Hoeffner, Kent Hoeffner, Chapters 7-10 (Organizing, Drafting, Summarizing; Titles, Introductions, Conclusions;
Inferences and Tone; Revising and Editing)
Critical Theory Today (Tyson, 2014)
Purdue Writing Lab: Introduction to Literary Theory
VitalSource: An Introduction to Criticism (Ryan, 2012)
Selected short stories from Project Gutenberg
Engaging Questions, 3e (Carolyn Channel, 3e 511-517)
The McGraw-Hill Guide: Writing for College, Writing for Life (4th Ed) Duane Roen, Gregory Glau, Barry Maid
Emails (p.491)
12. Course Evaluation
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A. Student performance will be rated based on the following:
Weight Minimum Average

Assessment Tasks (AT) (%) for Satisfactory
Performance (%)
Performance Task PT1
15
CO 1 1
15
Written Work 1 WW1 10
15
CO 2 2 15
15
3
CO3 30
15
4
TOTAL 100 60

CO 1 15
5 15
CO 2 Performance Task PT6 15 15
CO3 15 30
7
15
8
TOTAL 100 60
B. The quarterly grades will correspond to the weighted scores shown below:
Raw Score Grade Grade

Raw Score (%)
(%) Equivalent Equivalent
100 100
98.40 – 99.99 99 66.40 – 67.99 79
98.60 - 98.39 98 64.80 – 66.39 78
95.20 - 96.79 97 63.20 -64.79 77
93.60 – 95.19 96 61.60 – 63.19 76
92.00 – 93.59 95 60.00 – 61.59 75
90.40 – 91.99 94 56.00 – 59.99 74
88.80 - 90.39 93 52.00 – 55.59 73
87.20 - 88.79 92 48.00 – 51.99 72
85.60 – 87.19 91 44.00 - 47.99 71
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84.00 - 85.59 90 40.00 – 43.99 70

82.40 - 83.99 89 36.00 – 39.99 69
80.80 – 82.39 88 32.00 – 35.99 68
79.20 – 80.79 87 28.00 – 31.99 67
77.60 – 79.19 86 24.00 – 27.99 66
76.00 – 77.59 85 20.00 – 23.99 65
74.40 - 75.99 84 16.00 – 19.99 64
72.80 - 74.39 83 12.00 – 15.99 63
71.20 - 72.79 82 8.00 – 11.99 62
69.60 - 71.19 81 4.00 – 7.99 61
68.00 – 69.59 80 0 - 3.99 60
C. The Course Grade of the Student will be:

1. Passing Numeric Grade if all quarterly grades are passing grades.
2. In-Progress (IP) if there is at least one failing quarterly grade.
3. Incomplete (I) if a student was not able to submit a course requirement due to medical or
emergency/valid reasons.
4. ABS if a student failed to attend the class for the entire semester without official cancellation of
enrollment.
13. Other Course Policies
a. Attendance
Student’s attendance will be strictly monitored. As per SHS policy, a student who has incurred
more than 8 hours (for PE) and 16 hours (for other courses), of unexcused absences will
receive a failing grade in that particular course.
b. Guided Learning Output

Guided learning outputs through various worksheets in each cluster of topics are required from
the students. Students may seek clarification on the problems encountered in the worksheets
during class or through student consultation.
c. Written/Long Exam
There will be formative assessments and 1 summative assessment for each of the three course
outcomes every quarter.
d. Course Portfolio
Selected guided learning outputs and examinations are to be compiled and collected before the
end of the term. The selection is based on statistical data gathering (lowest, median, highest).
Guided learning outputs and examinations with marks lowest, median, and highest must be
photocopied/ downloaded in pdf file format and must be given back to the instructor for course
portfolio keeping.
e. Language of Instruction
Lectures, discussion, and documentation will be in English. Written and spoken work may
receive a lower mark if it is, in the opinion of the instructor, deficient in English.
f. Dress and Grooming Codes

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All of us have been instructed on the Dress and Grooming Codes of the University.
g. Academic Integrity Policy

It is the student’s responsibility to refrain from infractions of academic integrity, from conduct that
may lead to suspicion of such infractions, and from conduct that aids others in such infractions.
Any of the following sanctions may be imposed to any student who is found guilty of committing
online academic dishonesty:
a. Failed mark in the course.
b. Suspension for a period of less than one term, with or without community service.
c. Suspension for a period of one term or more, with or without community service.
d. Non-readmission to the University.
e. Dismissal from the University.
f. Expulsion.
The following are considered academic dishonesty:
1. Using another MyMapúa email address to login to any platform (such as BlackBoard and
Coursera) with or without permission.
2. Asking or hiring someone else to do their exams, homework, Coursera course, papers,
projects or other academic requirements.
3. Recording and saving copies of exam questions or answers, or answer keys for distribution.
4. Receiving copies of exam questions or answers, or answer keys to an exam from someone
who has already taken it.
5. Plagiarizing or the unethical act of stealing the thoughts of another without proper citation or
reference, acquiring information from the Internet without acknowledging the author, copying
from another student’s work without permission and submitting it as own work.
6. Massive, pre-meditated, organized online cheating using instant messaging/email during a
quiz or exam.
7. Any form of dishonesty in peer-reviewed assignments/submissions (e.g. Coursera peer-
graded submissions).
8. Engaging in any activities that will dishonestly improve results, or dishonestly improve or
damage the results of others.
9. Any other form of dishonesty or cheating in any assessment or course requirement.
All students who will violate the Academic Integrity Policy of the university will be given
automatically a grade of 5.0 for the course. He or she will also be referred to the Prefect of
Discipline for appropriate sanction.
h. Consultation Schedule
Consultation schedules with the teachers are posted in the Senior High School web-page
(http://shs.mapua.edu.ph). It is recommended that the student first set an appointment with the
teacher to confirm the instructor’s availability.
i. Appeal system
All appeals on student assessment must be made by the concerned student to the course
teacher within one week after the return of the assessed student work. In case the student is not
satisfied, no later than one week after the decision of the faculty has been made, he/she can
elevate the appeal to the course coordinator. The course coordinator has the authority to decide
on the matter. Concerns difficult for the coordinator to decide can be elevated to the Principal of
the Senior High School. The decision of the Principal is final. The faculty must abide with the
moderated decision of the Principal.
ENG02
READING AND WRITING
School Year:
Page 25 of 25
2021-2022
DANIEL R. YUSON
RAYMUND B.CONSULTA

15. Course Materials to be Provided to Students
15.1. Syllabus
15.2. Modules
16. Committee Members:
DANIEL R. YUSON
LARA D. ESPINOSA
RENZ PAGSANGHAN
RAYMUND B. CONSULTA

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Logo of School or Department Course Code and Title

RENZ PAGSANGHAN JULY 2021 August 2021

Mapúa shall be among the best universities in the world.

SENIOR HIGH SCHOOL EDUCATIONAL OBJECTIVES MISSION

Graduates of Senior High School should have the

a Apply, evaluate, and synthesize important learning concepts in various areas

RENZ PAGSANGHAN JULY 2021 August 2021

1. Course Code: ENG02

2. Course Title: READING AND WRITING

7. Course Outcomes (COs) and Relationship to Student Outcomes

Course Outcomes STUDENT OUTCOMES

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RENZ PAGSANGHAN JULY 2021 August 2021

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RENZ PAGSANGHAN JULY 2021 August 2021

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Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

RENZ PAGSANGHAN JULY 2021 August 2021

Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

RENZ PAGSANGHAN JULY 2021 August 2021

Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

RENZ PAGSANGHAN JULY 2021 August 2021

Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

RENZ PAGSANGHAN JULY 2021 August 2021

Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

RENZ PAGSANGHAN JULY 2021 August 2021

RENZ PAGSANGHAN JULY 2021 August 2021

Week Topics Blended Sync-Async Ubiquitous Blended Sync-Async Ubiquitous CO

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11. Other References and Educational Resources

Composition Essentials Handbook, 3e (McGraw-hill, Connect, 4.4-4.5b)

Read, Reason, Write, 12e (Seyler p.10-24)

Critical Theory Today (Tyson, 2014)

Purdue Writing Lab: Introduction to Literary Theory

VitalSource: An Introduction to Criticism (Ryan, 2012)

Selected short stories from Project Gutenberg

Engaging Questions, 3e (Carolyn Channel, 3e 511-517)

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A. Student performance will be rated based on the following:

Weight Minimum Average

Performance Task PT5

Raw Score Grade Grade

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84.00 - 85.59 90 40.00 – 43.99 70

C. The Course Grade of the Student will be:

13. Other Course Policies

b. Guided Learning Output

f. Dress and Grooming Codes

RENZ PAGSANGHAN JULY 2021 August 2021

g. Academic Integrity Policy

The following are considered academic dishonesty:

RENZ PAGSANGHAN JULY 2021 August 2021

15. Course Materials to be Provided to Students

16. Committee Members:

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